Students will understand that different perspectives yield different stories.
Student will know what the following terms are: Sugar Act, Currency Act, Stamp Act, Quartering Act, Townshend Revenue Acts, and the Sons of Liberty.
Student will be able to describe why taxes played an important role in the events leading up to the war.
Maine Learning Results Alignment
Maine Learning Results: Social Studies - E. History E1 Historical Knowledge, Concepts, Themes, and Patterns Grade 9-Diploma "The Revolutionary Era 1754-1783" Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World.
d. Analyze and critique varying interpretations of historical people, issues, or events, and explain how evidence is used to support different interpretations.
Rationale: This lesson shows the students how the different events leading up to the Revolutionary War were seen differently by different groups of people.
Assessment
Formative (Assessment for Learning)
*The students will complete the KWL chart and they will think about what they know about the American Revolution and what they would like to learn. They will revisit the chart once the unit is over. The students will get into groups and chat about the different taxes. They will be observed at how well they work as part of the team, and if they complete their role within the group. They will then jigsaw so that everyone shares and gains the whole classes knowledge. They will also have a checklist to self assess their own blogs. The students will also peer edit each others blogs.
Summative (Assessment of Learning) Students will write in their blogs about the reactions they had in class and about how they would feel about the taxes if they were a colonist. What the students write in their blog will be graded by a checklist and as long as they include every part, and have no spelling or grammar errors they will receive full credit. I will provide timely feedback through comments on their blogs and they will be able to fix the mistakes at my discretion.
Integration
English- Writing in their blog would include English into the lesson. Technology- The blog the students use will incorporate technology into the lesson.
Groupings
The students will get into group based on their favorite type of music. They will then discuss one of the different taxes I introduced in class (Sugar Act, Currency Act, Stamp Act, Quartering Act, Townshend Revenue Acts) and think about how it would effect the colonists and how they would feel if it was them that was being taxed. They will then jigsaw to so that they learn about all five of the different Acts and gain other classmates opinions. The roles within the group will be; note taker, so all of the teams ideas are recorded; discussion leader, so that the conversation keeps on rolling; time keeper, to make sure the team accomplishes what they need to in the set amount of time; and a person that will keep the conversation on topic.
Differentiated Instruction
Strategies Verbal- Students will write on the KWL Chart and write in their blog. Visual- Students will look at the political cartoon. Logic- Students will organize their thoughts into the KWL chart. Interpersonal- Students will get a designated time to ask me questions during the three minute interview. Intrapersonal- Students will be able to reflect about the class and jot down their thoughts in their blog entry. Bodily Kinesthetic- The students will move from activity to activity through out the class.
Modifications/Accommodations
*I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Absent Students
If students are absent they should get in contact with a fellow classmate, check the assignments on the class wiki, and get any handouts that were used during class from the appropriate folder in the back of the classroom. If you have any further questions come and see me. Please provide me with a note from a parent/guardian, doctor, coach, or other teacher if you were not able to gain the information about class and/or was not able to complete the assignment. I will not subtract points off the assignment if that is the case. I will try to grant an extension depending on the assignment and the circumstances. Otherwise 5 points will be subtracted off the assignment for every day it is late.
Extensions
In this lesson I will have the students write in there own blog. They will write responses to class discussion and the jigsaw. They will also answer a prompt about how they would feel if they were colonists that was being taxed and what action, if any, they would take. The blog will be type I when they are simply writing their thoughts. The blog will be type II when they respond to each other. They will also find two links to help support their blog entry. This will help the students search the internet for good, reliable resources.
Materials, Resources and Technology
Day One: Students:
Pens/Pencils
Laptops
Notebook
Textbook Teacher:
Copies of the syllabus
KWL chart
Day Two: Students:
Pens/Pencils
Laptop
Notebook
Textbook Teacher:
Political Cartoon
Blog Question
Pre-assessment
Pre-assessment came from Fires in the Bathroom by Kathleen Cushman.
Maine Standards for Initial Teacher Certification and Rationale
Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. Rationale: I provided a jigsaw activity to get the students moving and up out of their chairs, chatting with new people in groups. I provided a checklist for the blog, encouraged the students to use Inspiration on their laptops to keep track of the different acts, and provided specific directions which I made sure to repeat. I encouraged students to dig deeper within the different acts and to apply it to their own lives. I provided a safe and comfortable atmosphere in my classroom where students feel safe and comfortable sharing their thoughts and ideas.
Standard 4 - I developed this lesson from a facet of understanding that came from the questions I want my students to be able to answer at the end of this unit. This lesson will exhibit how students will be able to understand and explain why these events were so important to the pending war. The colonists were pushed and shoved around, they did not like that they felt they had no power within their own lives. They felt that they had to do something before they lost all control.
Standard 5 - I included six different multiple intelligences into my lesson. I included Logical by having students organize their thoughts into the KWL chart. Visual was brought into my lesson by showing a political cartoon for the students to look at. Interpersonal needs were met by the students participating in a jigsaw. Intrapersonal needs were met by students having time to write on their blog. We will listen to music in the background for musically inclined students. Since students will write in the KWL and in their blogs the verbal need is met. I included type II technology by having students write their thoughts and answer prompts on an online blog. They will also use inspiration on their laptops to map out the different acts.
Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. Rationale: The students will complete the KWL chart and they will think about what they know about the American Revolution and what they would like to learn. They will revisit the chart once the unit is over. The students will get into groups and chat about the different taxes. They will be observed at how well they work as part of the team, and if they complete their role within the group. They will then jigsaw so that everyone shares and gains the whole classes knowledge. Students will write in their blogs about the reactions they had in class and about how they would feel about the taxes if they were a colonist.
Teaching and Learning Sequence:
Day One: The desks will be set up in a semicircle so that all the kids can see me and each other. This way they can start to recognize who is in their class.
Agenda: Take attendance
Pre-assessment
Pretest
How to use Blogger
Create a Wikispaces account
Syllabus
KWL
I will start by handing out the pre-assessment and giving them time to complete it. I will then hand out the Citizenship test and explain what it is as I go. I will give them time to complete it before they hand it back into me. I will then teach the students how to set up a Blogger account at www.blogger.com. I will use the following websites to help the students. How to create an account http://help.blogger.com/bin/answer.py?answer=41348&query=how%20do%20i%20create%20an%20account&topic=&type=f, how to post a blog http://help.blogger.com/bin/answer.py?answer=41378&topic=12507, and how to edit posts http://help.blogger.com/bin/answer.py?answer=41382&topic=12507. Next I will help the students create a wikispaces account at www.wikispaces.com. I will then talk about the syllabus, what is expected of them, a general overview. They will then take it home to look at and to sign it. This way when I say it was on the syllabus and the student has signed it, there is no excuse. I will then go over the KWL chart right before we leave. (80 minutes) Day Two: The student’s desks will start out by being arranged in a semicircle. This way all the students will be able to see me as I introduce the different Acts. Students will move their desks into groups when they start the jigsaw. Agenda:
Political Cartoon Join or Die from here http://en.wikipedia.org/wiki/Image:Joinordie.jpg
Introduce the different Acts
Jigsaw Hand out Blog Question
The hook for this lesson is the political cartoon Join or Die by Benjamin Franklin. It depicts a broken snake, and each piece stands for a different colony. An old wives tale was that a cut snake would come back to life if rejoined by midnight. This hook depicts how the colonies needed to band together to get things accomplished. Students will understand about the first events that lead up to the Revolutionary War. They will realize that the same event can be seen and interpreted differently. It is the foundation of the War and the students need to understand it before we can move on. Students understand major eras, major enduring themes and historic influences in theUnited States and World history including the roots of democratic philosophy, ideals and institutions in the World.
(15 minutes) Where, Why, What, Hook Tailor: Visual, Logic
By the end of class students will know and understand the following terms; Sugar Act, Currency Act, Stamp Act, Quartering Act, Townshend Revenue Acts, and the Sons of Liberty. They can create webs on Inspiration on their laptops to keep track of all the Acts as I go over them in class. I will encourage questions because I want all the students to understand the material. It is the foundation of the War and the students need to understand it before we can move on. I will ask the student’s questions as I go along to make sure that the students understand the material. I will attach my teacher notes with the content. (35 minutes) Equip, Explore, Rethink,
The students will complete a KWL chart to inform me of what they know and what they would like to learn. Then the students will get into groups and participate in a jigsaw. The students will get into group based on their favorite type of music. They will then discuss one of the different taxes I introduced in class (Sugar Act, Currency Act, Stamp Act, Quartering Act, Townshend Revenue Acts) and think about how it would effect the colonists and how they would feel if it was them that was being taxed. They will then jigsaw to so that they learn about all five of the different Acts and gain other classmates opinions. The roles within the group will be; note taker, so all of the teams ideas are recorded; discussion leader, so that the conversation keeps on rolling; time keeper, to make sure the team accomplishes what they need to in the set amount of time; and a person that will keep the conversation on topic. After they have completed the jigsaw they will later journal about what they discussed and talked about. I will provide them with feedback so they can revise their blogs. Their peers will also provide constructive criticism. (20 minutes) Explore, Experience, Rethink, Revise, Refine, Tailor: Verbal, Interpersonal
The students will self assess their work by making sure they have completed every part of their blog by using a checklist. I will provide timely feedback by commenting on their blog. Their blogs will be a good resource to go back to when they are thinking about what stories they would like to write about. The jigsaw and blog will help them with the Comic Life we start next class. This will also help prepare the students for the performance task at the end of the unit. Their blogs will be a good resource to go back to when they are thinking about what stories they would like to write about. (10 minutes) Evaluate, Tailor: Intrapersonal
UMF LESSON PLAN FORMAT
Teacher’s Name: Brandi Nielsen Lesson # : 1
Grade Level: 9 Topic: American Revolution
Objectives:
Maine Learning Results Alignment
E1 Historical Knowledge, Concepts, Themes, and Patterns
Grade 9-Diploma "The Revolutionary Era 1754-1783"
Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World.
d. Analyze and critique varying interpretations of historical people, issues, or events, and explain how evidence is used to support different interpretations.
Rationale: This lesson shows the students how the different events leading up to the Revolutionary War were seen differently by different groups of people.
Assessment
*The students will complete the KWL chart and they will think about what they know about the American Revolution and what they would like to learn. They will revisit the chart once the unit is over. The students will get into groups and chat about the different taxes. They will be observed at how well they work as part of the team, and if they complete their role within the group. They will then jigsaw so that everyone shares and gains the whole classes knowledge. They will also have a checklist to self assess their own blogs. The students will also peer edit each others blogs.
Students will write in their blogs about the reactions they had in class and about how they would feel about the taxes if they were a colonist. What the students write in their blog will be graded by a checklist and as long as they include every part, and have no spelling or grammar errors they will receive full credit. I will provide timely feedback through comments on their blogs and they will be able to fix the mistakes at my discretion.
Integration
Technology- The blog the students use will incorporate technology into the lesson.
Groupings
Differentiated Instruction
Verbal- Students will write on the KWL Chart and write in their blog.
Visual- Students will look at the political cartoon.
Logic- Students will organize their thoughts into the KWL chart.
Interpersonal- Students will get a designated time to ask me questions during the three minute interview.
Intrapersonal- Students will be able to reflect about the class and jot down their thoughts in their blog entry.
Bodily Kinesthetic- The students will move from activity to activity through out the class.
*I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Absent Students
If students are absent they should get in contact with a fellow classmate, check the assignments on the class wiki, and get any handouts that were used during class from the appropriate folder in the back of the classroom. If you have any further questions come and see me. Please provide me with a note from a parent/guardian, doctor, coach, or other teacher if you were not able to gain the information about class and/or was not able to complete the assignment. I will not subtract points off the assignment if that is the case. I will try to grant an extension depending on the assignment and the circumstances. Otherwise 5 points will be subtracted off the assignment for every day it is late.
Materials, Resources and Technology
Students:
Pens/Pencils
Laptops
Notebook
Textbook
Teacher:
Copies of the syllabus
KWL chart
Day Two:
Students:
Pens/Pencils
Laptop
Notebook
Textbook
Teacher:
Political Cartoon
Blog Question
Pre-assessment
Source for Lesson Plan and Research
https://www.blogger.com/start
How to create an account for Blogger - http://help.blogger.com/bin/answer.py?answer=41348&query=how%20do%20i%20create%20an%20account&topic=&type=f,
How to post a blog on Blogger - http://help.blogger.com/bin/answer.py?answer=41378&topic=12507,
How to edit posts on Blogger - http://help.blogger.com/bin/answer.py?answer=41382&topic=12507
The students will set up an account at Wikispaces at this website:
www.wikispaces.com
KWL Chart will be provided from this website:
http://www.eduplace.com/graphicorganizer/
Join or Die political cartoon from Wikipedia Commons:
http://en.wikipedia.org/wiki/Image:Joinordie.jpg
The cartoon is in the public domain, meaning its copyright has expired.
Content Notes
http://www.pbs.org/ktca/liberty/tguide_1.html
http://www.pbs.org/ktca/liberty/chronicle_subject.html#defining
http://www.sparknotes.com/history/american/prerevolution/section4.rhtml
http://www.pbs.org/ktca/liberty/chronicle_subject.html#pivotal
Pre-assessment history questions from the Citizenship Test: http://usgovinfo.about.com/blinstst.htm
Pre-assessment came from Fires in the Bathroom by Kathleen Cushman.
Maine Standards for Initial Teacher Certification and Rationale
Rationale:
I provided a jigsaw activity to get the students moving and up out of their chairs, chatting with new people in groups. I provided a checklist for the blog, encouraged the students to use Inspiration on their laptops to keep track of the different acts, and provided specific directions which I made sure to repeat. I encouraged students to dig deeper within the different acts and to apply it to their own lives. I provided a safe and comfortable atmosphere in my classroom where students feel safe and comfortable sharing their thoughts and ideas.
I included type II technology by having students write their thoughts and answer prompts on an online blog. They will also use inspiration on their laptops to map out the different acts.
Rationale:
The students will complete the KWL chart and they will think about what they know about the American Revolution and what they would like to learn. They will revisit the chart once the unit is over. The students will get into groups and chat about the different taxes. They will be observed at how well they work as part of the team, and if they complete their role within the group. They will then jigsaw so that everyone shares and gains the whole classes knowledge. Students will write in their blogs about the reactions they had in class and about how they would feel about the taxes if they were a colonist.
Teaching and Learning Sequence:
The desks will be set up in a semicircle so that all the kids can see me and each other. This way they can start to recognize who is in their class.
Agenda:
Take attendance
Pre-assessment
Pretest
How to use Blogger
Create a Wikispaces account
Syllabus
KWL
I will start by handing out the pre-assessment and giving them time to complete it. I will then hand out the Citizenship test and explain what it is as I go. I will give them time to complete it before they hand it back into me. I will then teach the students how to set up a Blogger account at www.blogger.com. I will use the following websites to help the students. How to create an account http://help.blogger.com/bin/answer.py?answer=41348&query=how%20do%20i%20create%20an%20account&topic=&type=f, how to post a blog http://help.blogger.com/bin/answer.py?answer=41378&topic=12507, and how to edit posts http://help.blogger.com/bin/answer.py?answer=41382&topic=12507. Next I will help the students create a wikispaces account at www.wikispaces.com. I will then talk about the syllabus, what is expected of them, a general overview. They will then take it home to look at and to sign it. This way when I say it was on the syllabus and the student has signed it, there is no excuse. I will then go over the KWL chart right before we leave. (80 minutes)
Day Two:
The student’s desks will start out by being arranged in a semicircle. This way all the students will be able to see me as I introduce the different Acts. Students will move their desks into groups when they start the jigsaw.
Agenda:
Political Cartoon Join or Die from here
http://en.wikipedia.org/wiki/Image:Joinordie.jpg
Introduce the different Acts
Jigsaw
Hand out Blog Question
The hook for this lesson is the political cartoon Join or Die by Benjamin Franklin. It depicts a broken snake, and each piece stands for a different colony. An old wives tale was that a cut snake would come back to life if rejoined by midnight. This hook depicts how the colonies needed to band together to get things accomplished. Students will understand about the first events that lead up to the Revolutionary War. They will realize that the same event can be seen and interpreted differently. It is the foundation of the War and the students need to understand it before we can move on. Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World.
(15 minutes)
Where, Why, What, Hook Tailor: Visual, Logic
(35 minutes)
Equip, Explore, Rethink,
(20 minutes)
Explore, Experience, Rethink, Revise, Refine, Tailor: Verbal, Interpersonal
Evaluate, Tailor: Intrapersonal